Faculty Academy 1999
| Wednesday, May 19, 1999 |
|---|
|
Wednesday 8:30 to 8:50 Trinkle 204 - Software Demonstration Chair and Discussant: Pam Lowery |
| Carl Young and Yitna
Firdyiwek University of Virginia |
| The Electronic Portfolio and Its Use in the English Education Classroom |
| The "E-folio" courseware tool used to support the EDIS 542 Language, Literacy and Culture course was originally designed for use in portfolio-based writing instruction. The principles employed in that design included (1) a web-based platform for communication; (2) a "user-centered" approach in which users of the tool are invited to participate in the design of the interface; and (3) "day one productivity," meaning that the tool should require a minimum of training (if at all) before it could be used productively. The e-folio acted as a robust document management system both for delivering content to the students as well as archiving drafts of their work. The system also allowed them to build multimedia files with full HTML capabilities for their presentations. The E-folio tool was built in a web-database environment using the Allaire company’s ColdFusion middleware program. The web-database model allowed us to develop the tool rapidly and with minimum cost for changes and alterations that had to be made in process. We found ColdFusion’s close adherence to HTML standards and its relatively easy, but powerful, set of commands for manipulating databases, to be particularly effective for instructors with no knowledge of programming. The e-folio was used by students in conjunction with the major research component of the class entitled the Heuristic Quest, which only became web-based this semester. The assignment involves students designing their own questions and research agendas to propel them into a search for answers they want to know with regard to literacy. The e-folio is a web-based tool that serves as a space for students to pose and refine their research questions, document their research process in the form of an on-line log, and then post their final answer presentations. |
| Wednesday
9:00 to 9:20 Trinkle 204 - Paper Presentation Chair and Discussant: Brad Lanspery |
| Joshua Susskind Mary Washington College |
| Do Computer-Generated Presentations Influence Psychology Students’ Learning and Motivation to Succeed? |
| The purpose of this project was to determine whether PowerPoint computer-generated presentation technology enhances student motivation, learning, and enjoyment in general psychology courses. Participants were students in two general psychology courses at a small, public, liberal arts college. On the first day of instruction, all students completed pre-test measures regarding their motivation to succeed in the class, their reasons for taking the class, and their experience with computer-generated presentations in classrooms. Class One was then taught during the first five weeks of the semester using a traditional teaching format: lecture, limited discussion, and relevant notes written on a white-board. At the same time, Class Two was taught through the traditional teaching format (described above) enhanced with computer-generated PowerPoint presentations. At the end of the first five weeks, both classes took a midterm examination and completed a student motivation scale. Class One was then taught through the traditional format plus PowerPoint, while Class Two received only the traditional teaching format. At the end of five weeks, a second midterm examination was administered, and students again completed the student motivation scale. At this time, students also answered questions regarding whether the PowerPoint presentations enhanced their notetaking capabilities and/or their preparation for the tests. Along with project results, implications for using computer-generated technology in a general psychology course will be discussed. |
| Wednesday
9:30 to 9:50 Trinkle 204 - Paper Presentation Chair and Discussant: James Manion |
| Robert Rycroft Mary Washington College |
| Multimedia and Economics: A Course Post-Mortem |
| During the Spring 1998 semester, the Department of Economics at Mary Washington College offered an upper-level seminar entitled "Multimedia and Economics." In it students were taught how to use a variety of multimedia hardware and software and were required to produce presentations on topics in economics. The key goals of the course were to see if multimedia production was an effective way to solidify students' understanding of economic concepts and to give students multimedia skills that might be valuable to them in the labor market. Student reaction to the course was obtained by two surveys and more subjective means. The purpose of this presentation is to analyze the student reaction to see how well the course achieved its goals and to map further research strategies. |
| Wednesday
10:00 to 10:20 Trinkle 204 - Software Demonstration Chair and Discussant: Pam Lowery |
| Douglass Schocke
Northern Virginia Community College |
| Comparison of Data Analysis Applications for Social Sciences |
| This session will involve a comparative software presentation in which four applications will be contrasted: Steven Barkan, Discovering Sociology (MicroCase); Greg Lee Carter, Doing Sociology with Student CHIP: Data Happy! (Allyn and Bacon); Rodney Stark, Doing Sociology: A Global Perspective (Wadsworth); and, SPSS for Students. The presenter has used these and other data analysis learning packages over the last five years and will comment on their strengths and weaknesses. Handouts will include an evaluation sheet for data analysis programs. |
| Wednesday
10:30 to 10:50 Trinkle 204 - Software Demonstration Chair and Discussant: Pam Lowery |
| Yuan-Jen Chiang and
Manning G. Collier Mary Washington College |
| f(z) - The Complex Variables Program |
| This presentation is based on a Jepson Funds for Excellence grant proposal focusing on Complex Variables and Applications, using technology in 1999-2000. We will present the software "f(z) - The Complex Variables Program" which is a complex variables program by Martin Lapidus (that will be used in Math 412: Complex Variables next year). We will present how to perform +,-,*,/ of two complex-valued functions and sketch the graphs of complex-valued functions in terms of rectangular coordinates and polar coordinates, pointing out the difference. Then we will show how to sketch the derivative and integral of a complex-valued function and show the geometric interpretation. We will introduce the definition of the Julia set of a complex-valued function and present its construction. Finally, we will sketch Mandelbrot sets of a complex-valued function and discuss the relationship between Julia and Mandelbrot sets. |
| Wednesday
11:00 to 11:50 Trinkle 204 - Paper Presentation Chair and Discussant: Andy Rush |
| Sharon Palmatory,
James Manion, and Pam Lowery Mary Washington College |
| First-Year Student and Faculty Computing Experiences and Expectations |
| Like many colleges and universities, Mary Washington College faces the task of systematically integrating technology across its entire curriculum. A logical step toward accomplishing this task is investigating the experiences and expectations of first-year faculty and students relative to the academic networked environment as they arrive at our campus. By focusing on this cohort group, we can use their contextual experiences to inform programmatic decisions regarding many aspects of academic computing. By tracking this information over time, we hope to ascertain patterns that will provide insight beneficial to programmatic service, support, and training issues. |
| Wednesday
12:00 to 12:50 Trinkle Rotunda |
| Lunch - It will be in a box, so please register for it if you plan to eat one and then take it with you to a session. |
| Wednesday
12:00 to 12:50 Trinkle 204 - Panel Discussion Chair and Discussant: Sharon Palmatory |
| Joe Haynes Mary Washington College |
| What's Next for EagleNet? |
| This session will provide an overview of network enhancements made throughout the past year and the impact of these enhancements on network performance, reliability, and ease of use. Some of these enhancements include new servers, software upgrades, and new procedures for supporting the MWC network infrastructure. This presentation will also include a discussion of the future plans for EagleNet where we hope attendees will offer suggestions, questions, and maybe even some answers as input. Issues that we expect to be part of this discussion include (a) the impact of the James Monroe Center on the network, (b) new technologies that we hope to become available via the network, (c) suggestions for making the network easier to access and use, and (d) plans for systematically renewing MWC computer and network resources. |
| Wednesday
1:00 to 2:50 Trinkle 106A - Interactive Workshop Chair and Discussant: Sharon Palmatory |
| Gardner Campbell
Mary Washington College |
| Using the Computer and Sound |
| A session for anyone interested in using sound in instructional technology: on the World Wide Web, in multimedia/hypermedia, or in both. This hands-on workshop will introduce basic concepts and techniques of digital sound recording and editing on personal computers. Although the session will focus on Windows applications, the topics covered are equally relevant to PC-compatible and Macintosh personal computers. As time permits, we will also discuss digital sound processing (compression, reverb, etc.) and MIDI. |
| Wednesday
1:00 to 2:50 Trinkle Foyer - Poster Session |
| James Manion, Andy
Rush and Brad Lanspery Mary Washington College |
| Multimedia Fundamentals |
| Getting your instructional content into a digital format can be one of the most challenging tasks of creating multimedia. During this hands-on session, you will be given the opportunity to see the digitizing process, whether the content is a video or audio clip or even a photograph. You can learn to scan an image, create a movie with a few video clips, lay down a narrative track or even learn a few graphic techniques such as creating a logo or title. These activities will be just a taste of what will be offered in our "Technology at the Head of the Class" (TAHOC) sessions to be offered this summer. During the summer, we will be conducting a number of brief workshops on the procedures and aspects of creating multimedia for your courses. Participants in the summer sessions will be guided through the entire project -- from defining learning objectives to storyboarding multimedia sequences. This is a great way to get a project ready for the fall semester. |
| Wednesday
3:00 to 3:50 Trinkle 106A - Interactive Demonstration Chair and Discussant: Sharon Palmatory |
| Caroline Clifford Randolph-Macon College |
| Teaching Culture: Using the Web in the Foreign Language and Literature Classroom |
| Web-based learning activities such as a virtual visit to Paris or Senegal, the planning of a French meal, or a shopping trip to a French department store teach students about a foreign culture in a meaningful way by requiring an integration of their skills and their active participation. This hands-on session will allow audience members to explore a variety of Web-based learning activities designed to teach culture in the foreign language and literature classroom and will also propose guidelines for teachers who would like to create their own course-specific Web activities. We will discuss how similar Web-based resources could be used in other language and literature classes and how using the Internet in the classroom can alter the traditional roles of student and teacher. |
| Wednesday
4:00 to 4:20 Trinkle 204 - Paper Presentation Chair and Discussant: Brad Lanspery |
| Karen Hartman Mary Washington College |
| The Impact of the World Wide Web and the VIVA Project on Course-Related Library Instruction: Where Do We Go From Here? |
Reference librarians at Mary Washington
College provide instruction to specific courses at the request of
the instructors in their subject areas. This model works well primarily
because it is faculty-driven, and students are able to immediately
apply what they've learned. With the advent of the Virtual Library
of Virginia (VIVA) Project, and the growth of the World Wide Web,
many instructors request that the librarians teach not only how
to search proprietary databases but also how to search the Web,
evaluate what they find, and cite the resources properly. The number
of classes the librarians provided in 1997/1998 almost doubled from
the year before. There are challenges of teaching research skills
in a Web environment that include:
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| Wednesday
4:30 to 4:50 Trinkle 204 - Software Demonstration Chair and Discussant: Brad Lanspery |
| Karen Duffy Mary Washington College |
| ERIC for Educators |
| This presentation will introduce participants to the resources available from the Educational Information Services Center (ERIC). ERIC is a nationwide information network designed to provide users with ready access to an extensive body of education-related literature. The ERIC system is sponsored by the Department of Education, National Library of Education, and the Office of Educational Research and Improvement. Three components of the ERIC system will be introduced. First, the AskERIC system, which includes an interactive question and answer service for educators, a virtual library service with full-text access to lesson plans and digests of full-text ERIC documents. Second, participants will learn to search the ERIC database using descriptor terms, field searching, and boolean operators. Finally, sixteen subject-specific information clearinghouses will be showcased, each containing information ranging from elementary education to higher education. |
| Wednesday
5:00 to 5:20 Trinkle 204 - Paper Presentation Chair and Discussant: Pam Lowery |
| Jennifer Polack-Wahl
Mary Washington College |
| Teaching Group Projects: The Good, Bad and Ugly |
| In order to meet the challenge of the computer science profession in an educational environment we as educators must consider several factors that affect our students. Students must have detailed knowledge of the computer science foundation courses, industrial experience, project work, and research. The main focus of this presentation is that courses in computer science should strongly promote team projects from an early stage. Over the past few years I have taught multiple courses using team projects and each project has had positives and negatives. Overwhelmingly the most positive attribute of team projects is that students learn to communicate their ideas to one another. Many students tend to think that once they graduate they will program alone, since that is what most educators promote. By involving students in group projects, they are enlightened to the fact that most programming positions after graduation are based on team development. Positive attributes also bring negative attributes. It is essential that the instructor designate specific roles and sub-projects for each member of the group. A major downfall of group activities occurs when one group member fails to participate or finish his/her assignment and the instructor is unprepared to handle the situation. It is time to change our teaching philosophy and expand our horizons, even if it may mean we stumble a little along the way. |
| Thursday, May 20, 1999 |
| Thursday
8:00 to 8:20 Jepson 219 - Paper Presentation Chair and Discussant: Pam Lowery |
| Debra Hydorn Mary Washington College |
| Impact of a New Introductory Mathematical Modeling Course on Student Confidence in Mathematical Ability and Skills |
| Interdisciplinary mathematics and science courses are increasing in popularity. Faculty teaching these courses are given the opportunity to show how mathematics plays an important role in science and how it can be used to improve our understanding of scientific applications. Students have the benefit of seeing mathematics "in action" and consequently gain a better understanding of mathematics and science. This paper discusses a new course in mathematical modeling that focuses on environmental issues. Graphing calculators are used extensively throughout the course for demonstrations and activities. Course content and format are briefly reviewed, as well as the results of a study on the changes in students' perceptions of their mathematical abilities as a result of taking this new course. |
| Thursday
8:30 to 8:50 Jepson 219 - Paper Presentation Chair and Discussant: Andy Rush |
| Martin Zahn Thomas Nelson Community College |
| John Patterson Paul D. Camp Community College |
| A VCCS Courseware Project for Asynchronous Delivery of General Biology I and II over the World Wide Web |
| A cooperative effort among four community colleges and a university has led to the development of a transferable general biology course that is suitable for asynchronous delivery over the World Wide Web. The authors will discuss how this VCCS funded cooperative courseware project was developed and implemented. They will also demonstrate and discuss how it may be utilized as a stand-alone course or as a supplement to biology courses that are presented in the regular manner. |
| Thursday
9:00 to 9:20 Jepson 201 - Paper Presentation Chair and Discussant: James Manion |
| Jack Bales and Timothy
Newman Mary Washington College |
| The Online Tutorial: Helping Students Understand the Basics of Library and Information Literacy in a Web Environment |
| For nearly twenty years, the Mary Washington College Library Reference Staff has utilized a self-paced library workbook to teach all students enrolled in English 101 such research fundamentals as using the card/computerized catalog, finding reference material, and locating journal articles. In the summer of 1998, the librarians abandoned the paper workbook. As part of the computer and information profiency training initiative developed for all MWC students, they developed a three-part online tutorial. With a pre-test, a library skills assignment, and a post-test, the tutorial demonstrates the research process and introduces basic steps of library research. This paper will outline the significance of library and information literacy in an ever-changing research environment in an academic library, discuss how the librarians met the challenge of helping students access online catalogs and databases from both within and outside the library, and list both strengths and weaknesses of the tutorial and how the Library staff is planning its improvement. |
| Thursday
9:30 to 9:50 Jepson 201 - Paper Presentation Chair and Discussant: James Manion |
| Galen deGraff Mary Washington College |
| Time Series Decomposition Revenue Forecasting: A Case Study |
| This paper presents the results of a case study on sales revenue forecasting developed by Mary Washington College business students as part of a group independent study. The statistical technique of time series decomposition was utilized to analyze and predict monthly sales revenue for a non-profit foundation that administers an historic property on the James River. The students utilized the Monroe computer lab and advanced statistical routines in the Excel software package to isolate and analyze patterns in the data and forecast expectations several years into the future. Results of comparing forecast to actual 1998 revenues indicated forecast accuracy within 5.4 percent of actual. |
| Thursday
10:00 to 10:50 Jepson 219 - Panel Discussion Chair and Discussant: James Manion |
| W. Michael Reed New York University |
| Pam Lowery and George
Meadows Mary Washington College |
| Instructional Design: Theoretical Overview, Stages and Principles, and Implementation |
| This session will provide an overview of the what, why, and how of instructional design. Effective strategies and models of instruction will be introduced as well as the similarities and differences of some more popular models. The session will provide an initial overview of instructional design theory and then progress to specific principles depicting stages of a particular theory. Topics such as the following will be addressed: strategies for development of instructional objectives, product evaluation, instructional program and development management strategies, and problems in individualized instruction and resource analysis, as well as adaptation and adoption of available resources. Specifically, the Dick and Carey model of instructional design will be described to include its specific stages and what they mean. Finally, real-world applications of instructional design will be introduced to provide a context in which theory becomes practice. Instructional units that exemplify these principles can be computer-based or non-computer-based and the discussion will address issues common between the two or unique to one. An example might include: problem definition, learner analysis, objectives specification, criterion tests, construction, strategies selection, formative validation, and evaluation. |
| Thursday
11:00 to 11:50 Jepson 201 - Roundtable Discussion Chair and Discussant: Andy Rush |
| Mark C. Donovan University of Washington |
| Ernie Ackermann,
David Ayersman, Gardner Campbell, Steve Gough, Phil Hall, David Hart, Karen Hartman, Pam Lowery, and Gary Stanton Mary Washington College |
| Information and Technology Literacy: A Roundtable Discussion |
| This session is intended to serve as an informal focused session for exploring aspects of information literacy. We hope to make progress toward a needs assessment for what the College might want to do for addressing information literacy for its students. We plan to discuss definitions of information literacy and how aspects of this definition are or are not already being addressed by institutional programs and initiatives. We hope to gain insight into initiatives in place at the University of Washington as well as other perspectives from participants. We aim to advance the College toward establishing information literacy as a fundamental experience for its students. |
| Thursday
11:00 to 11:50 Jepson 108 - Interactive Demonstration Chair and Discussant: Brad Lanspery |
| Don Maxwell J. Sargeant Reynolds Community College |
| Using AOL Instant Messenger to Foster Instructional Dialogue |
| This session will be a hands-on demonstration of the new group chat capability of Netscape AOL Instant Messenger, version two. This latest version of Instant Messenger makes it easy to set up planned and impromptu real-time online discussion groups, similar to IRC chat and Daedalus. I have been using Instant Messenger's chat for group and whole-class discussions in two freshman composition classes this semester. It engages students immediately and the written discussions it makes possible are a powerful complement to oral discussions. Participants are able to copy and paste within and between discussions. The transcripts of discussions can be saved and printed. The instructor can define discussion groups easily and quickly, merely by clicking on a list of the students' names. Students can set up their own discussion groups, as well. And because participants in a discussion are invited in by the person who sets it up, outsiders are automatically excluded. There can be any number of simultaneous small-group and large-group chat sessions. There can also be one-to-one discussions, which can be saved or printed. The Instant Messenger service is free and easy to install on just about any Internet-worked Windows or Macintosh computer. Attendees will utilize AOL Instant Messenger to engage in chat discussions. |
| Thursday
12:00 to 12:50 Foyer of Jepson |
| Lunch - It will be an informal buffet-style sandwich tray, so sign up for it if you plan to eat. But then spend some time interacting with the vendors who will be doing exhibits between 12:00 and 3:00 nearby. |
| Thursday
12:00 to 2:50 Foyer of Jepson - Vendor Exhibits |
| Scott McDowell ComputerTree Technologies |
| Mac OS X: Software Demonstration |
| This software demonstration will showcase Mac OS X Server. This software combines the strength of Unix with the ease-of-use of the Mac OS to create a friendly, yet powerful, server OS. By utilizing the NetBoot feature, lab computers can all boot from one active system on the server. The impact of this is tremendous on standardizing the interface that your students see when you teach them something in class - every computer is always the same. It also greatly eases the burden of doing software updates and maintenance for Mac OS lab computers. The Mac OS X Server software includes the Mac OS X core operating system, Apache 1.3 web serving software, Perl 5.0 programming software, Java 1.1.6, FTP, Telnet, NFS, and QuickTime streaming. This demonstration will include examples of these features as well as an opportunity to dialogue with the Apple Engineer with questions and answers about it. |
| Nick Cadwallender Free Lance Star - StarWeb |
| StarWeb: Web Design, Hosting, and Access |
| StarWeb is a service of The Free Lance-Star newspaper, providing, news, advertising, web design and Internet access to the Fredericksburg Region. All web consultation, design and creation is done locally by The Free Lance-Star's talented staff. All Internet access and web hosting is provided through affiliation with InfiNet, one of the nation's leading Internet services owned by three of the US' leading newspaper publishers, Gannett, Knight-Ridder and Landmark Communications. The services provided are backed by one hundred years of publishing experience. StarWeb is your local one-stop shop for all Internet services. Customers can choose from a wide variety of options in creation, maintenance and hosting, including: (1) Site Design, (2) Site Hosting, (3) FTP Access, and (4) Advertising. |
| Sally Rosario Dell Computers |
| Dell Computer Systems |
| Dell Computer Corporation, headquartered in Round Rock, Texas, near Austin, is a fast growing computer systems company. The company is the manufacturer of PCs for business customers, government agencies, educational institutions and consumers. Dell can arrange for system installation and management, guide customers through planning for and carrying out technology transitions, and provide an extensive range of other value-added services. The company designs and customizes products and services to the requirements of the organizations and individuals purchasing them, and sells an extensive selection of peripheral hardware and computing software through its DellWare program. The Dell line of high-performance computer systems includes Dimension and OptiPlex desktop computers, Latitude and Inspiron notebook computers, PowerEdge network servers, Dell Precision workstation products and PowerVault storage products. |
| Vince Steis Envision Technology |
| Software for Students with Special Needs |
| Envision Technology specializes in assistive technology, including software to assist students with reading and writing difficulties such as dyslexia, ADD, and ADHD. Our products include the Kurzweil 3000, textHELP! and Inspiration. Books and other reading material can be scanned onto the computer and then read back to the student. Features to increase reading speed, comprehension and reduce spelling mistakes include audio dictionary, note taking, word tracking, visual graphic outlining, audio spell check, word prediction, and homophone distinction. |
| Steve Saltzberg MadDuck Technologies |
| Web Course in a Box |
| MadDuck Technologies is a Virginia-based, learning technologies company, specializing in development of Web-based learning environments. Web Course In A Box is a Web-based course management system that allows instructors to easily develop and deliver instructional materials via the Web. MadDuck provides web course hosting of resources and the support required to provide online courses. We have partnership agreements with interested corporate and educational partners and we provide Web-based instructional development services for developing customized Internet or intranet learning environments for institutions, corporations or organizations. |
| Michael Karpie AVWashington |
| SMART Interactive Whiteboard |
| AVWashington is one of the largest distributors of SMARTBoards in the country. Through SMART Technologies Smarter Kids Foundation, we have helped hundreds of schools in Virginia, Maryland and Washington DC acquire boards at lowered prices. Don't miss this opportunity to see the SMARTBoard in action and to learn how you could benefit from using a SMART interactive whiteboard. |
| Bob Paulson eCollege.com |
| Web-Based Distance Education |
| eCollege.com (the company formerly known as Real Education), the leader in online learning over the Internet, sets the standard for helping colleges, universities and corporate training centers expand to become Web-based online distance education providers. The company's turnkey system offers the most cost-effective and efficient distance learning solution for building and delivering online courses and campuses. The name change reflects the company's focus on empowering faculty and students to embrace quality education over the Internet without the technological challenges of transitioning their courses and services to the virtual campus. cCollege.com will continue to offer the most full courses and degrees - from certificates through Ph.D's - providing turnkey, full-service online solutions that emulate the full campus experience. |
| Macromedia |
| Macromedia's mission is to add life to the Web. By providing its award-winning Web Publishing, Web Traffic, and Web Learning solutions to Web designers, educators, and the enterprise, Macromedia is delivering a completely new generation of Internet tools and technologies designed to transform the Web experience. Macromedia is available on the Internet at http://www.macromedia.com/education. |
| Mindy Brinson and
Steve Schafer Bell Industries |
| Bell Education Division |
| Bell Education is a unique business partner in that we have sales, training and service organization in place dedicated to the Education Customer. For over two decades, Bell Education has been dedicated to meeting the needs of public and private schools. Our commitment is to offer tools and services for utilizing technology to enhance teaching, learning and communicating. We understand the special requirements of the business of education, with a staff focusing solely on the education marketplace. |
| Thursday
2:00 to 3:50 Jepson 108 - Interactive Workshop Chair and Discussant: Andy Rush |
| Maria Morrell Randolph-Macon College |
| Amy deGraff Randolph-Macon College |
| Create Your Own Syllabus Webpage Using Microsoft FrontPage |
| This hands-on workshop will teach
participants how to put their course syllabi on a webpage. We will
begin with the basics of bookmarking useful websites, arranging
URL's in folders, and saving public domain images from the Internet
to incorporate into a web site. Participants will learn how to use
the Microsoft FrontPage authoring program templates to create attractive
course webpages which can include syllabi, lecture notes and important
hyperlinks. The presentation will also address pedagogical issues
related to the effective use of these teaching resources. We will
offer suggestions for incorporating Internet-based activities into
the curriculum and evaluating their learning outcomes. At the end
of the workshop, participants should have completed a template for
their personal syllabus webpage. |
| Thursday
3:00 to 3:50 Jepson 201 - Interactive Demonstration Chair and Discussant: Brad Lanspery |
| Michael Karpie AVWashington |
| Teach The SMART Way!: Learn How The SMART Interactive Whiteboard Can Make Your Classroom A More Dynamic Learning Environment |
Imagine how exciting learning would
be if your whiteboard were as dynamic as your delivery? Join AVWashington
and discover how with the touch of a finger you could access files,
explore CD-ROMs, browse the Web, highlight key concepts with the
stroke of a marker and save all your classroom notes! SMART interactive
whiteboards seamlessly bring together your teaching tools and materials
to enrich the learning experience of students.
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| Thursday
3:00 to 3:50 Jepson 219 - Roundtable Discussion Chair and Discussant: Sharon Palmatory |
| Steve Saltzberg MadDuck Technologies |
| Web Course in a Box |
| Web Course in a Box (WCB) was one of the first template-based Web authoring tools for educators. Although other software now offers similar features, there are at least a dozen ways that WCB is still unique. On the Mary Washington College campus, about 20 instructors have used WCB to create their course Web pages. This session will be an opportunity to discuss these experiences with the creators of the software. We will also discuss our increasing commitment to this product as a campus-wide vehicle for delivering course-related information via the Web. |
| Thursday 4:00 to 4:50 |
| Keynote Presentation - Jepson 100 |
| Mark
C. Donovan University of Washington |
| We're In This Together: Collaboration and Networked Education |
| Mark C. Donovan, Director of the University of Washington's nationally recognized UWired program, will speak about the role of networked information technologies in colleges and universities, focusing on the ways that these new technologies can enhance our teaching, our students' learning, and the way we work. UWired's experience as a five-year old, cross-campus collaboration suggests that partnerships and collaboration are the keys to taking advantage of the potential of technology, diffusing innovation, and managing change. His talk will highlight the lessons learned from the development of UWired's recently launched Catalyst initiative: http://www.washington.edu/uwired/catalyst |
| Thursday 5:00 to 7:00 |
| Wine and Cheese Reception - Foyer of Jepson |
| Friday, May 21, 1999 |
| Friday
9:00 to 9:20 Melchers 107 - Paper Presentation Chair and Discussant: Brad Lanspery |
| William Kemp and
Gardner Campbell Mary Washington College |
| Using Listservs and Related Systems: The Second Phase |
| Based on several years experience, we offer practical tips on using both listservs and Web Course in a Box as a regular feature of coursework. We will explore how such requirements affect student writing and mastery of course content and report conclusions based on a questionnaire administered to approximately 100 students (freshman to senior). |
| Friday
9:30 to 9:50 Melchers 107 - Paper Presentation Chair and Discussant: Brad Lanspery |
| Pat Norwood Mary Washington College |
| Teaching Music and Instructional Technology: Matching Hardware and Class Requirements to Fulfill Needs |
| Student competency in the use of computers has become an element in the measurement of educational effectiveness in the past few years. Teachers at all levels have been urged to incorporate computer technology into their courses. Additionally, they have been expected to demand that students develop capabilities in various areas of computer usage. To what degree has the goal of student computer competency been dependent on student/parental initiative and to what extent on state-supplied facilities? That is, to what degree have students arrived owning computers and to what degree have they been dependent on computer laboratories equipped with both the necessary hardware and software? This study maps the development of sequential technological demands on a limited target audience of students at a small, public, liberal arts college. Endeavoring to implement computer technology in my courses and, at the same time, to expect students to acquire certain competencies, I wanted my goals to be attainable by reasonable objectives. I wanted also to use technology as a tool, not as a raison d'etre, of my courses in music history and appreciation. Beginning with the fall semester of 1996, I have surveyed music majors, then subsequently non-major students, to ascertain what technological requirements could be implemented easily. The key components to my survey have involved the ownership of computers and previous experience with e-mail, with research using the Internet, and with specific computer research vehicles such as First Search. The surveys have revealed that students have become virtually independent of laboratory setups. The answers have indicated also that requirements well beyond competent use of e-mail could be implemented. Students also have indicated that electronically derived material now could be required, rather than optionally included, in class assignments such as journals and bibliographies. |
| Friday
9:00 to 9:50 duPont Foyer - Poster Sessions |
| Yuan-Jen Chiang and
Suzanne Summer Mary Washington College |
| Introducing the Graphing Calculator TI-92 Into Multivariable Calculus |
| Yuan-Jen Chiang (instructor in 1998) and Suzanne Sumner (instructor in 1999) received a Jepson Funds for Excellence Grant on "Introducing Technology (using the TI-92, Fields & Operators and Mathematica) Into Multivariable Calculus" in 1998-99. Building on a previous Academy session (Chiang & Sumner, 1998), which explored Fields & Operators and Mathematica, this poster session will emphasize how to employ the graphing calculator TI-92 to explore the important concepts of multivariable calculus and applications of those concepts. In addition, this session will illustrate how to use the TI-92 and examples of student projects using technology. |
| Florine Greenberg
Northern Virginia Community College |
| Academic Research/Technological Use/Community Service |
| Psychology 231-232, a two-semester six-credit course, presents life span development: preconception to death. The life cycle has interest and implications for everyone. Students are divided into research teams. Each team is assigned a specific content area for which the team’s research must include the following: theory/history, issues, trends and resources. Teams meet periodically with the professor and ultimately present research to peers and the public. Research data is placed on the class website - http://www.nv2.cc.va.us/sa/novaonlife. Northern Virginia Community College has given unlimited server space to this endeavor and listed it on NOVA's home page. This year ('98-'99) Psychology 231 covered prenatal development and the first decade of life. Topics researched were reproductive technologies, prenatal development, abortion/adoption, childhood abuse, childhood stress, daycare, single/blended families, and education/learning. Psychology 232 researched by decades: teens, twenties, thirties, 40s/50s, 60s/70s and 80s and beyond. This is NOT a computer course. It is a course that requires academic research, encourages technological use and provides the local community and others with valuable insight into each level of human development. Grading incorporates peer evaluation (50%) and professor evaluation (50%). Each succeeding year that the course is presented it can be refined, and therefore becomes a "living" project for students, the College and the community. |
| Vera Niebuhr Mary Washington College |
| Enhancing Foreign Language Instruction With Hypermedia |
| As students learn a foreign language like German, dry grammar explanations followed by examples and drills frequently fail to catch their attention. Nowadays, they are so accustomed to being bombarded by images and sound that the material introduced in class must be packaged in a manner that will arouse their interest and make them receptive to learning. Here, hypermedia proves to be quite effective. Using Microsoft PowerPoint 97, an interactive German language program entitled "Komm Mit!" was created. Designed much like a magazine, the program incorporates cultural images, sound and video along with topics of grammar and student exercises. When no longer topical or timely, media can be easily removed or exchanged. The program is thus ever changing. "Komm Mit!" is designed both for classroom instruction and as a self-paced learning tool for students. |
| Joseph Dreiss Mary Washington College |
| The Leon Golub Web Site |
| Leon Golub (b. 1922) is one of America's foremost contemporary artists. His controversial and politically challenging art is included in standard art history survey texts such as Gardner's Art through the Ages. The Leon Golub Web site is a multimedia resource designed to disseminate information on the life and art of Leon Golub. The web site includes an extensive catalogue of Leon Golub's work, video and audio clips of Golub discussing his work, and a timeline linking Golub's art to web resources dealing with the political content of his work. For example, there is a link to the US Holocaust Memorial Museum Web site to contextualize Golub's holocaust related works of the late 1940's and early 1950's. The web site also utilizes principles of information design to present information about Golub's art, such as its scale, in ways that surpass traditional print media. |
| Friday
10:00 to 11:50 Melchers 209 - Interactive Workshop Chair and Discussant: Andy Rush |
| Maria Morrell Randolph-Macon College |
| Christopher Decker University of Richmond |
| Networth: What the Internet Can and Cannot do for your Foreign Language Courses |
| This hands-on workshop, focusing on French and Spanish on-line resources, will evaluate the foreign language learning possibilities offered by the World Wide Web. We will analyze the positive and negative aspects of using the Internet as a teaching tool, and will outline some key concepts for creating student-centered, task-basked Internet activities. Learning objectives will focus on culture, grammar, reading comprehension and writing. At the end of the session, participants will have designed their own Internet activities. |
| Friday
10:00 to 11:50 Ridderhof Martin Gallery - Poster Session |
| Tom Somma, Martha
Fickett and Sharon Palmatory Mary Washington College |
| Margaret Sutton: Music Drawings - An Interactive Multimedia Companion |
| Between 1977 and 1985, surrealist painter Margaret Sutton produced over 3,000 drawings while attending music performances in London and New York City. Adopting surrealist automatic drawing techniques, Sutton recorded her spontaneous and deeply personal, emotional and psychological experience of the music as she listened. An exhibition of these works is currently on display in the Ridderhof Martin Gallery. A unique aspect of this exhibit is the use of computer technology to recreate Sutton's original audio-visual experiences. Given music's central role in the creation of Sutton's imagery, it became essential to incorporate the artist's immediate musical sources into the show as much as possible. Thus, an interactive multimedia kiosk has been created for the gallery where visitors are able to hear excerpts of the music that inspired these drawings. The kiosk also includes further information about the artwork, music, and the artist herself. |
| Friday
12:00 to 12:50 Foyer of duPont |
| Lunch - It will be in a box, so please register for it if you want one and then take it with you to a session. |
| Friday
12:00 to 12:50 Melchers 207 - Roundtable Discussion Chair and Discussant: Dave Ayersman |
| Gardner Campbell,
Brad Lanspery, Pat Norwood, Sharon Palmatory, David Ambuel, Pam
Lowery, Robert Rycroft, James Manion, Kelli Slunt and Andy Rush
Mary Washington College |
| Jumpstarting the FY99 CIT Grant Projects: An Informal Discussion and Planning Session |
| This session is intended to be an informal discussion and planning session for this year's CIT grant recipients. Each of the five grant recipients will briefly explain their projects (written copies of the proposals will be distributed and read by the INTE staff prior to the meeting) and then discuss possible support issues and scheduling for the summer with the INTE staff. The session will be sort of a kickoff to jumpstarting the five CIT grant projects while also providing cross-disciplinary insight into one another's projects. |
| Friday
12:00 to 12:20 Melchers 107 - Paper Presentation Chair and Discussant: Keith Gagnon |
| Dulal Kar Virginia Polytechnic Institute and State University |
| Automatic Detection of Plagiarism in Programming Assignments |
| In order to handle grading of programming assignments in large introductory courses with enrollment of hundreds of students, the Department of Computer Science at Virginia Tech has developed a software system, called automated grader that receives, archives, and grades a student's program submitted from a machine connected to the Internet. There is a high level of satisfaction among users of the automated grader mainly because, the grader provides an immediate feedback with the score of their submission via an e-mail message and also gives them chances to make multiple submissions for improvement of their score on the same assignment. However, with all of its advantages and benefits, the unmanned and unsupervised automated grader also tempts or invites students to easy plagiarism. In order to combat, or at least, to deter students from plagiarism as well as to protect the works of hard-working students, a detection mechanism is badly needed. Unfortunately, detecting plagiarism in hundreds of source documents using some manual inspection technique is a very time-consuming, laborious process. Also, it defeats the whole purpose of using the automated grader as an effort to save time and resource in grading programming assignments. Detection of plagiarism requires analysis of all involving source documents. A good body of literature is available on off-line detection of plagiarism in programming assignments. This paper introduces and discusses different techniques of automatic detection of plagiarism that can be implemented for real-time detection of plagiarism. Of all techniques, the techniques based on statistical analysis involving counting of symbols, keywords, user-defined words, etc. are the simplest to implement. The paper also presents a simple detection system based on statistical techniques that is being currently used on a test basis for detecting and reporting cases of plagiarism in programming assignments at Virginia Tech. |
| Friday
12:30 to 12:50 Melchers 107 - Software Demonstration Chair and Discussant: Pam Lowery |
| Janusz Konieczny Mary Washington College |
| Computer Assignments in Discrete Mathematics |
| This session will show how a mathematics course that is taught without using technology can be enhanced by some computer assignments. In my discrete mathematics classes I have asked the students to use the symbolic computer software Derive (after one brief in-class demonstration) in assignments whose completion would be difficult or impossible without computers. I will give examples of such assignments and discuss how they made the theory more meaningful and the course more enjoyable. |
| Friday
1:00 to 1:20 Melchers 107 - Paper Presentation Chair and Discussant: Pam Lowery |
| Debra Hydorn Mary Washington College |
| Communication in Statistics: Using e-mail for Writing and Peer Review |
| Many mathematics and statistics courses now include assignments that require students to communicate their newfound expertise. Students are expected to interpret, describe, and explain mathematical results and processes. Using e-mail for short writing assignments, peer review, and student reaction to the peer review process will be discussed. |
| Friday
1:30 to 1:50 Melchers 107 - Paper Presentation Chair and Discussant: James Manion |
| J.A.N. Lee Virginia Polytechnic Institute and State University |
| Collaborative Course Development of a Web-Based Learning Environment |
| This paper will discuss the teaching of Computer Ethics and the Social Impact of the Computer through a Web-based learning environment that has grown through the collaborative efforts of faculty and students. Starting from the base of a digital library, this project has created an archive of materials that can be used by faculty in other institutions to support the teaching of this topic either in a specialized course or as an integral part of other courses where it is appropriate to bring ethical concerns to the attention of the student. The materials have been expanded from a merely passive system into an extensive interactive system involving active learning concepts. The entry point for the course is at http://ei.cs.vt.edu/~cs3604 |
| Friday
2:00 to 2:50 Melchers 207 - Interactive Demonstration Chair and Discussant: James Manion |
| Steven Greenlaw Mary Washington College |
| Stephen Deloach Elon College, NC |
| Critical Thinking and Electronic Discussion |
| The central question of this research
is whether the use of electronic discussion groups is potentially
a good pedagogical tool for helping to develop critical thinking
skills in undergraduate courses. The first problem to overcome in
our attempt to measure this activity is that the critical-thinking
literature assumes a monologue. Electronic discussions, however,
clearly constitute a dialogue. Borrowing heavily on this literature
(McDaniel and Lawrence, 1990; Nelson, 1989; Perry, 1970; Peterson
and Bean, 1998; Thoma, 1993) we constructed our own taxonomy of
critical thinking skills relevant to upper-level economics courses.
Though reliable analysis is still forthcoming, preliminary results
suggest that these dialogues may contribute to the development of
higher levels of critical thinking. Attendees will be asked to apply
our taxonomy to sample student postings and identify evidence of
critical thinking to partially experience the methods we’ve
used as part of this course. |